In the life of a person, they collect a large amount of knowledge and expertise in a particular area. Coaching is the transfer of knowledge and expertise to less familiar or experienced colleagues in a structured and meaningful manner. This can be a form of training where you will be a student and focus solely on your needs or you may be able to train more students.

In both cases, the workplace coach must understand whether adults are learning and how to attract their learning style.

Learning adults will allow a trainer or instructor to ensure that the learning process is geared specifically to their audiences and provides the student with the greatest benefits. The head of adult learning is as follows:

Adults often feel uncomfortable in their learning position. To the trainer:

  • Learn the students' existing skills and experience
  • Do not be angry with the wrong learner
  • Learn the student's efforts, even if the task is not entirely right
  • Praise for Good Work

    To provide optimal learning, an adult must actively participate in the learning experience.

  • Have the student share the task
  • Avoid long periods when a student is watching and listening
  • Ask Frequently Asked Questions

Adults like to work on life's problems and examples.

  • Give them practical examples and scenarios of real life
  • Share your own knowledge and experience – how you work on the topics discussed really works

I want to use adults as quickly as possible and most frequently used new skills.

  • The student should have the opportunity to set the skills with a real problem or test
  • Design training to suit the class's needs so that the learner can use the skill immediately.

Adults like recognition of previous knowledge and experience.

  • Ask the student what parts of the task they already know
  • Let them show you
  • Learn the Real Competence Areas
  • Do not be afraid to learn from the learner.

Adults want to ask questions and debates.

  • Encourage the student to stop and ask questions
  • Pause the training and ask if there are any questions, comments, or concerns about the material being discussed.
  • Thank you for asking the question.

    At the beginning of the session, you need to identify WIIFM (which I have), that is; how do you enjoy training the student?

Adults have Different Learning Modes

We are all individuals and thus we will differ from this mode to learn a new task:

  • Some people want to do the job and learn about the mistakes.
  • Some people want to see the task first and then figure out how to do this before they actually do the job. you would like to read more about the task before you can do it.
  • Some will need a visual map
  • Some people prefer to listen to the instructions.
  • As a trainer, a few simple preparatory steps greatly enhance the quality of your training,

    • We do not assume that the learner wants to learn the same way as you do.
    • Ask the learner that they love to learn and paste their answers to the formation of your training.

    Identifying the Need for Workout

    Before starting the training you need to first define the need for training and create a structure. Factors that may influence the decision on whether coaching should be implemented may include:

    Requesting Training for Coaching Workers – If you have extensive knowledge and expertise in a particular task or role within your organization, your colleague is looking for help and asking for help. If the time allows, you can train them with the specific knowledge or knowledge you are approaching. This is an informal coaching layout designed to help staff make better performances. His own observer and work experience – as a workplace supervisor, is required to ensure that the supervisor is able to perform tasks efficiently and efficiently. Work does not only affect the individual's self-esteem, health, and safety, but also affects the productivity of the organization – if the job is done correctly, it will have fewer errors, time lags and costs. Therefore, the supervisor's job is to educate (or arrange coaching) staff who are unable to work the best. This becomes a formal coaching arrangement because it is done with both the colleague and the organization. Management Management Coaching sessions may also be questions of organizational policy. The staff is regularly assessed on an annual basis and, as part of such an assessment, it becomes apparent that further training is needed for that employee. This may be due to:

    • a staff member who can not complete their duties with the organization's satisfaction or standards
    • Employee's progeny planning through which they take greater responsibility within the organization and require further training in new and more complex tasks
    • new policies, or equipment, which necessitate the training of staff dealing with such issues.

    The structure of the coaching session depends on the identified need. An informal coaching arrangement would be relatively loose, allowing instructions instantly and timely, while the formal coaching arrangement would need a more structured approach;

    • prepare a training schedule
    • and appropriate managers or supervisors provide training and endorsement training
    • discuss and accept training training requirements and standards. For example, depending on the task to be trained, appropriate organizational or industry standards (if any) should be handled in coaching sessions.

    Standards are a statement or illustration that describes the required performance level that an employee must be able to demonstrate to be competent in a particular task. Standards are indispensable for both the educator and the student

    In the absence of a clearly defined, communicated and understood level of performance, regardless of whether the student is correct.

    Check out the above statement. In the absence of a clearly defined, stated and understood level of performance, the learner / employee does not know what is expected of them and the work they do is well below the acceptable level. Who has the fault here – the worker or the company because he does not tell the worker exactly how to do the job? You can not make a mistake to a person because he does not keep the job right – if there is no standard followed!

    Standards measure how tasks and activities should be performed at all times and at all times. This provides:

    • How the Company's Products or Services Are High in High Quality
    • How the employee knows exactly what to do in order to properly perform their duties. at all levels what to do and how to do it.

    Categories of standards

    Standards are categorized into several categories, including:

    • Colors
    • Colors
    • Colors
    • Colors
    • Colors
    • Colors
    • Colors
    • Colors


    Number of Rings: Answering Machines Within 3 Rings

    Time: Pizzas 30 minutes or free.

    Weight: Each box of chocolates weighs 250 grams

    Height: Each hair bar has to be 2 feet high

    – leaves no doubt about meeting the organization's requirements.

    Quality of Standards

    So, as you can see, specific standards make work more efficient and leave no room for staff error. If the standards are developed by an organization, then these should be defined with specific terms to have an actual measure that can be followed. For example:


    "250 grams" versus "large"

    "35 degrees" versus "hot"


    "No spillage" 19659002 Diagram or photo against the definition word [19659002] Agreement

    The company is different in different locations at different levels.

    The quality of standards must be understood clearly and there is no doubt to exclude. In the grid above, for example, the "measurable" word indicates that the word "big" is not an acceptable standard of quality, i.e., "the chocolate bag must be large"

    means different things for different people, at the end it may end up being very different. The better quality of the standard would be: "The chocolate bag must measure 250 grams".

    The standard should also be specific

    "Coffee should be properly dispensed"

    Does not tell you what you are doing? What exactly does proper service mean? It is far better to say that "coffee must be released."

    Documentation standards are also important. When you put them on paper, you may want to have diagrams, slides, flow charts, photos, and so on. Use it wherever possible. Example:

    Adams worked as a large lawyer training and development manager. One of his first tasks was to prepare a company administrator assistant. After observing the job and speaking to the administrative woman, Mr. Adams identified the main tasks as:

    Using the above-mentioned 1 point above all the key tasks that perform each task: Task 1: Operating Office Equipment


    1. [19459019] [19459019] [19459019]

    Mr. Adams also recognized that activities related to each task and the minimum acceptable level of performance need to be determined. Task: Submit Sentiments


      Send by fax 19659006] The completed fax must be stamped "sent"
    • The received date and time must be noted [19659006]
    • This information has been designed to include the specifications to which each activity is to be performed and any general knowledge a person may require to perform the task. For example, where can customers find information or where are fax heads?

      Identifying Special Coaching Needs

      It is very likely during the course that the student is already working. Before you develop a coaching program, you must first determine the required training level. The definition process is the so-called training needs analysis. To perform this analysis, you must be able to:

      1. Identify the tasks that students need to be able to meet their desired standards (the desired state)
      2. Identify the tasks that a learner can already accomplish [jelenlegi állapot]
      3. which do not meet the required specifications

      Discussions with colleagues and supervisors

      One of the most effective ways to identify training needs

    • discusses the issue with the employee in question
    • discusses requirements with the staff member's supervisor
    • direct observer of the staff member

    It should be possible to define the level of the current competency and train a training schedule so that its employees are trained in the area where they are less enthusiastic.

    Organization of Coaching 19659002] After you have set up coaching requirements, you must organize the sessions. Coaching sessions can be performed in a variety of environments, including:

    • during working hours – where she works with a student during the normal working day, watching them perform the tasks as the coaching session progresses. This method has the most important impact on the day-to-day running of the business as it takes place during business hours and other staff members must meet the workload of some learners before or after work
    • . Shorter coaching sessions can be organized before the job starts on the day or after the business is closed. There are many advantages to this method as coaching does not affect your business but still provides the tools and resources you need to work in accordance with organizational standards. However, it will be difficult to persuade a student to put extra hours if they do not pay their time. This would be a question that the organization's management would deal with
    • in a simulated place from the actual job. This would work best if there are more students in training. It is possible to seize the site, preferably the board or meeting room of the organization or the facilities of the training organization. There is some impact on the day-to-day functioning of the organization as other staff members have to fulfill the tasks that students usually do.

    Before deciding the coaching method, certain points need to be clarified and secured;

    • Meeting Managers and Supervisors to Ensure Staff Can Release Their Responsibilities During Training
    • Staffing Information to Coaching Staff Staff and This All Impact on Work Creation
    • Time Schedule to coaching
    • If necessary, organize a place or a classroom
    • Make sure all the resources you need are available for training properly. For example, if you are using coaching machines or equipment, you must have access to the machine or equipment.

    So the first steps of successful training:

    • Understand how individual adults learn to maximize training benefits for them
    • Understand the standards that need to be completed
    • Determine how the student can reach the required standard [19659006] Specifies what kind of training you need to be fully competent
    • Outline the core program and organize the training at a particular time, time and place, to all parties involved

    Description of Coaching Purposes 19659002] You know who your student is, you know what they can do, know what they need to learn and what their learning style is. Now you have to make sure that the student understands the coaching process. You have to explain: the reason for the workout. Let them know why they receive this training. The reasons may include;

    • Workplace Planning – Recruiting Their Next Step in Their Career
    • are currently unable to fulfill their duties in organizational standards
    • a new policy or process has been introduced that requires retraining
    • they have been given additional tasks to fulfill the expected results as part of their work

  • . Students must understand;

    • what can they do as a result of training
    • what benefits might come from training
    • how can training shape their future with the organization

  • the structure of the coaching session. students should also understand;

    • how to do training (at work, from work)
    • how long will it last
    • time, place and place of training
    • how they will assess their training and so on.
  • Special Skills and Knowledge

    The student needs to know exactly what they will learn and how they will apply this learning to their work. For an organization to be successful, the work to be performed must consistently be performed on a high standard. To do this, some of the tasks require a supported knowledge and skills. Knowledge is based on the basic knowledge required to perform tasks or to perform the skills effectively, such as:

    • Knowledge of Products or Services
    • Skills such as Communication and Sales
    • Principles of Performing Different Tasks
    • Legislation, OHS and Hygiene Requirements

    Briefly, the type of things a person needs to be able to do the job properly.

    The skills required for practice are usually those that do not require formal or longer training, but short, commonly used tasks such as:

    • customer service skills
    • technical or practical skills such as the sale or promotion of products and services
    • such as operating equipment, inventors or documentation
    • In short, the type of things a person needs to do to perform the job properly.

      During training, it is important to communicate clearly and communicate in a language and manner that students understand and that each learning style is addressed. Effective use of this formula: EDAF : Explain, Present, Activity, and Feedback – What to Do? This allows the student to listen while explaining the process of what to do. Explanation can include background information and history so that the student fully understands whether the task involves and why it needs to be implemented in some way. Explanation for the best sounding students.

      Demonstrate – how to do it. Follow the verbal explanation by presenting the task. This allows the student to transform the visual image of the silent image, confirming the training. Demonstrations attract visual students.

      Activity – Allow the student to complete the assignment. After explaining the verbal process and receiving a visual presentation, learning can be reinforced again as it allows the student to practice the task. Practical opportunities are appealing to Chinese students.

      [TIP] Making students fit for new skills and knowledge will consolidate learning experiences and give the coach the ability to monitor the student and ensure they are able to meet the task to the required norms. Practical options include:

      • Role Playing – where students should play a role in a carefully crafted scenario – practical implementation of new skills / knowledge
      • Demonstrations – opportunities for students to apply new skills / skills directly to the workplace or in a simulated (classroom) environment [19659006] Classroom Meetings – where students can learn about their ideas and opinions about their peers and trainers

      Feedback – Provides constructive feedback on student performance. Finally, it is important to discuss the performance of student students; they point out what they are doing well and give them practical advice on where to improve. If necessary, repeat the EDAF process until the new task is satisfied.

      Feedback on students' performance is extremely important. This is the option for the coach and the student to discuss the progress. Feedback must always be positive and constructive. For example:

      • What do you think why you went to this task? Allows the student to reflect on his / her own performance and discuss the issues he / she thinks are still there.
      • "What do you think you could have done better?" It indicates that the task may not be completed successfully and gives the student the opportunity to discuss where they are headed.
      • "well done." He praises, but suggests that there is room for improvement and discussion.

      If the EDAF principle is applied to coaching sessions, there is no reason for the lesson to succeed,

    • You explained and demonstrated the process
    • You gave the student the opportunity to exercise the task
    • He gave them feedback on their performance

    The next step would be to carry out their duties as part of their daily working methods and track their development.

    The coaching process is in progress, which is constantly being monitored and reported until the training is clear, well-grounded and the student is comfortable with new skills. This can happen:

    • Continuous observation
    • Conversations with student and / or supervisor
    • Discussions with management

    It is important to pay attention to the development of students after a period of coaching to ensure that the required standards are consistently met and the student does not return to the "old way" to carry out their work. ] Identifying Performance Problems or Difficulties

    Sometimes problems or difficulties may occur during or after training. Students may have difficulty in acquiring a new job or having problems by returning to their usual daily habits. Performance problems or difficulties can be:

    • Shyness or distrust. In some cases, the student has no confidence to speak when they do not understand what to do. To overcome this problem, trainer
    • can ask questions when the training progresses, for example, "has a sense" or "how do you think this new process influences your role?" or similar questions. The trainer can perform the job multiple times to make sure the student understands what the observation is asking them.
    • The Degradation of Communication –
    • may sometimes become a different communication style in the learning process. The visual person can be very "flamboyant", while the educated person may be depressed and conservative – the two can be decomposed by the more mature person. In this case, the trainer can try to get the communication style familiar with the students.
    • One Generation. Sometimes the trained person may work for some time and oppose the training concept – especially if the trainer is younger or has not been with the company until the student. In this case, the trainer can take advantage of the student's experience by asking questions about his work history and thinking about the benefits and roles of new processes / tasks. This is considered by the student as a partner in the learning process, not "what is to be taught."
    • language constraints – may cause problems during coaching. If the student can not understand what they are asking for, it will be difficult for them to connect to the task in question. This is where the EDAF principle is useful because the trainer not only explains the process, but also demonstrates that the student can see what needs to be done and gives the student the opportunity to do the job to actually do what they have to do it. In explaining the task, the coach must speak clearly, avoiding slang and jargon, and passes one step at a time in a logical flow.
    • is not enough practical exercise – the practice, as it is said, is perfect. The idea of ​​the training is to teach the student how to perform a task with the required standard. The best way to do this is to let them exercise – if necessary over and over again. Not allowing the student to have enough time and opportunities to eliminate new skills, inappropriate conditions for their qualifications – this can be a serious obstacle to successful training. Under inadequate conditions:
    • is not enough time for training. If the time has not been approved by supervisors and / or executives, the student is aware of the need to return to their work, we feel that we are running and we can not concentrate properly
    • because of the nature of the work, may be confusing. For example, if training is done at the student's office, phones and inbound and outbound staff may ignore it. In this case, it may be better to keep the session away from the workplace.

    Progress Report

    Training staff are an integral part of most human resources policies and personnel development plans and can influence their staff budgets. This means that the outcomes of training can affect staff,

    • Progress within the organization – wage growth decisions due to increased levels of skill
    • generally related to the organization, for example, training could have been to correct staff members' bad working methods. The outcome of the training would mean that you either keep your job or not.
    • It is therefore very important for the student to advance to the supervisors or the leadership in the exact and timely manner.

      Progress reports can contain information such as:

      • a képzés eredeti célja
      • a képzés kimenetele – függetlenül attól, hogy a diák már kompetens vagy nem
      • konstruktív visszajelzést adott a diákok hozzáállásáról a képzéssel kapcsolatban és a változásokkal való megbirkózás képességéről

      Source by Lee Perlitz

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